The concept of opportunism from transaction cost and agency theories suggests that in a normal class of students, there may be a few who will engage in opportunistic behavior, and to identify who they are will be virtually impossible. Therefore, professors engage in practices to keep students from engaging in opportunistic activities such as cheating. This article explores the possibility that some of these practices may be creating a “destructive Golem effect” in those students who would not otherwise engage in opportunistic behavior and explores ways to create Pygmalion and Galatea effects in the classroom.
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